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IMPROVING STUDENTS’ PERSONAL LETTER WRITING
SKILLS THROUGH WRITING PROCESS APPROACH
(A Classroom Action Research of the eleventh grade Students at SMK Negeri
8 Surakarta Semester 1, Academic Year of 2019/2020)
A THESIS
Presented as Partial Fulfillment of the Requirements for the Magister Degree of
Language Education Department
By:
Ninik Nurhayati
1881100004
LANGUAGE EDUCATION DEPARTMENT
GRADUATE PROGRAM
WIDYA DHARMA UNIVERSITY KLATEN
2020
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MOTTOS
Lahaula wa la quwata illabillah.......
Ing Ngarso Sung Tulodho
Ing Madyo Mangun Karso
Tut Wuri Handayani
( Ki Hajar Dewantoro)
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DEDICATIONS
This Thesis is specially dedicated to:
My beloved family My lovely husband and My Sons: Rizqar & Haikal
Who give me the priceless love, motivation and support in finishing
this study
My mother
Who always gives me continuous prayers.
.
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ACKNOWLEDGMENTS Alhamdulillah, praise be to Allah SWT the Almighty and the most Mercifull.
Because of Allah’s blessings, Finally I could finish my thesis. I would like to
show my sincere gratitude to all people who have supported me in finishing my
thesis.
1. The special thanks to the Rector of Widya Dharma University, Prof. Dr.
Triyono, M.Pd. who has given her opportunity and permission to write
this thesis.
2. Thanks to the Director of Widya Dharma University Prof. Dr. Herman J.
Waluyo, M.Pd
3. Thanks a lot to Dr. D.B Putut Setiyadi, M.Hum. The Head of the
Language Education Department, Graduate Program of Widya Dharma
University Klaten, who has given her chance to conduct this study.
4. I would like to show my highest gratitude to my consultants, Dr.
Hersulastuti, M.Hum and Dr Endang Eko Djati Setiawati, M.Hum who
have given me guidances and suggestions for the improvement of my
thesis.
5. Thanks are also given to the lecturers of Language Education Program,
Graduate program of Widya Dharma University Klaten, who have given
me a lot of knowledges.
6. A big thanks is also addressed to my friends of class F of Language
Education Program, Graduate program Widya Dharma University who
have given me a lot of supports and motivations.
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7. A lot of thanks to Mrs Sri Ekowati, S.ST the principle of SMKN 8
surakarta who gives me chance to conduct the research at the school.
8. All the students of class XI ST.1 2019/2020 SMKN 8 Surakarta for your
participations, Thanks a lot.
9. A big thanks to “Dwijo Pedalangan” for the jokes and supports.
I hope that this thesis will be useful for the readers. However, I realize that this
thesis is far from being perfect. Therefore, I greatly appreciate any criticism,
ideas, and suggestions for the improvement of this thesis.
Karanganyar, 25 July 2020
The writer,
Ninik Nurhayati
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TABLE OF CONTENT
TITTLE...................................................................................................................i
APPROVAL SHEET.............................................................................................ii
LEGITIMATION SHEET ...................................................................................iii
PERNYATAAN ..................................................................................................iv
MOTTOS ..............................................................................................................v
DEDICATIONS ..................................................................................................vi
ACKNOWLEDGEMENTS.................................................................................vii
TABLE OF CONTENTS ...................................................................................ix
ABSTRACT.....................................................................................................xviii
ABSTRAK..........................................................................................................xix
CHAPTER I INTRODUCTION............................................................................1
A.Background of the Problems.....................................................................1
B.Identification of the Problems...................................................................8
C.Limitation of the Problem..........................................................................9
D.Formulation of the Problem ...................................................................10
E.Objectives of the Study ..........................................................................10
F.Benefitsof the Study.................................................................................11
CHAPTER II LITERATURE REVIEW, CONCEPTUAL FRAMEWORK AND
HYPOTHESIS.................................. .................................................................13
A.Literature Review .................................................................................13
1. Definition of Writing...........................................................................13
2. Definition of Writing Skills.................................................................16
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3. English Material in SMK .................................................................17
4. Personal Letter...................................................................................20
B. Writing Process Approach....................................................................21
1. Pre-writing .......................................................................................24
2. Drafting ............................................................................................25
3. Revising............................................................................................26
4. Proof – Reading................................................................................26
5. Publishing..........................................................................................26
C. Review of Relevant Research Studies..................................................27
D. Framework of Thinking.......................................................................32
E. Hypothesis of Action............................................................................34
CHAPTER III RESEARCH METHOD..............................................................35
A.Research Strategy....................................................................................35
B.Research Settings.....................................................................................37
1. Time of Research................................................................................38
2. Place of Research................................................................................39
C. The Data Sources...................................................................................39
D.Techniques of Collecting the Data..........................................................40
E.Validity and Realibility of the Data........................................................43
F.Technique of analysis the data.................................................................44
G.Procedure of the Research.......................................................................46
H.Performance Indicator.............................................................................48
CHAPTHER IV RESEARCH FINDING AND DISCUSSION........................50
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A. Research Finding.....................................................................................50
1. Identification of the Field Problems...................................................50
2. Determining the Action to Overcome the Problem.............................58
a) Description of Cycle I ...................................................................58
1.Planning..................................................................................58
2.Implementation of Action......................................................59
3.Observation Results................................................................72
4.Reflection...............................................................................74
b) Description of Cycle II..................................................................76
1.Planning..................................................................................76
2.Implementation of Action......................................................76
3.Observation Results................................................................88
4.Reflection...............................................................................90
c) Result of Action..............................................................................93
B.Discussion.................................................................................................94
CHAPTHER V CONCLUSION,IMPLICATION AND SUGGESTION........... 98
A. Conclusions.............................................................................................98
B. Implication...............................................................................................99
C. Suggestion..............................................................................................100
REFERENCES
APPENDICES
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LISTS OF APPENDICES
Appendic 1. Silabus.............................................................................................103
Appendic 2. Standard and Basic Competence.....................................................107
Appendic 3. Kisi-Kisi Materi...............................................................................118
Appendic 4. Evaluation Instrument......................................................................109
Appendic 5. Type of Assesment..........................................................................110
Appendic 6. Writing Rubric.................................................................................113
Appendic 7. Hasil uji Validitas Instrumen...........................................................114
Appendic 8. The Comparison Table of Mean Score............................................115
Appendic 9. Observation Sheet............................................................................116
Appendic 10.Teacher’s & Student’s Observation Sheet.....................................117
Appendic 11. Documentations.............................................................................120
Appendic 12. Recapitulation of Students’ Interest..............................................122
Appendic 13. Sample of Students’Writing Jobs..................................................123
Appendic 14. Lesson Plan Prelimenary Condition..............................................127
Appendic 15. Lesson Plan Cycle I...................................................................... 131
Appendic 16. Lesson Plan Cycle II......................................................................139
Appendic 17. Daftar Hadir Siswa Pre-Test ........................................................146
Appendic 18. Daftar Hadir Siswa Post- Test.......................................................147
Appendic 19.The students’ Writing Score First Condition..................................148
Appendic 20.The students’ Writing Score Cycle I..............................................149
Appendic 21. The students’ Writing Score Cycle II............................................150
Appendic 22. The students’ Writing Score Post-Test..........................................151
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Appendix 23. Permit Letter from The University................................................152
Appendix 24. Permit Letter from The School......................................................153
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LISTS OF TABLES
Table 1. Standard of Competence and Basic competence of Writing ...................19
Table 2. The scedule of the action research...........................................................38
Table 3. Writing skill prelimenary condition.........................................................55
Table 4. The students’ interest in prelimenary condition.......................................56
Table 5. Student’s writing score cycle I.................................................................72
Table 6. The comparison score of prelimenary condition – cycle I.......................74
Table 7. The students’ interest in cycle I...............................................................76
Table 8. Student’s writing score cycle II..............................................................89
Table 9. The comparison score of Pre-Test,cycle I,cycle II and Post Test............90
Table 10. The students’ interest in cycle II............................................................90
Tabel 11. The comparison of mean scores.............................................................92
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LISTS OF FIGURES
Figure 1. The stages of writing process approach by Reed................................ 24
Figure 2. The research framework...................................................................... 33
Figure 3. The cyclical action research by Kemmis............................................. 46
Figure 4. Writing skill prelimenary condition.................................................... 55
Figure 5. Writing skill cycle I............................................................................. 72
Figure 6. The students’ attention and enthusiasm prelimenary.......................... 56
Figure 7. The class’ condition in prelimenary condition.................................... 57
Figure 8. The writing skill cycle I...................................................................... 73
Figure 9. The students’ involvement in grup discussion.................................... 73
Figure 10. The completenes prelimenary condition - cycle I..............................75
Figure 11. The students’ attention and enthusiasm cycle I................................ 76
Figure 12. The researcher’s explanation............................................................. 85
Figure 13. Writing skill cycle II......................................................................... 89
Figure 14. The students’ attention and enthusiasm............................................ 91
Figure 15. The writing completeness Pre-Test,cycle I,cycle II, Post Test.......... 91
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LIST OF INTERVIEW
Interview 1. 17th September 2019..........................................................................53
Interview 2. 17th September 2019..........................................................................54
Interview 3. 29th October 2019..............................................................................71
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ABSTRACT
Ninik Nurhayati 1881100004. Improving Student’s Personal Letter
Writing Skills Through Writing Process Approach. A Classroom Action Research
at the eleventh grade Students XI ST.1 at SMK Negeri 8 Surakarta Semester 1,
Academic Year of 2019/2020. A Thesis. Language Education Department
Graduate Program of Widya Dharma University Klaten 2020.
This research is aimed to improve the students’ personal letter writing
skills. It is assumed that the Writing Process Approach will be effective to
improve the students’ writing skills.
Thus is a Classroom Action Research (CAR), conducted in class XI ST.1
at SMK Negeri 8 Surakarta Semester 1, Academic Year of 2019/2020. It was
conducted in two cycles. Every cycle consisted of: planning, implementing,
observing, and reflecting. Each meeting consisted of five steps: 1) prewriting, 2)
drafting, 3) revising, 4) proof reading and 5) publishing. The researcher used two
techniques in collecting the data - test and non-test. The data collected in this
study were qualitative and quantitative data. The qualitative data were taken
through observation and interview. The observation were written in the form of
field notes, which were obtained from the daily observation, while the quantitative
data were obtained by doing pre-test and post-test. The researcher followed the
five stages proposed by Burns (2010: 105)
The findings show that the use of Writing Process Approach, can improve
the students’ writing skill of XI ST.1 SMK Negeri 8 Surakarta 2019/2020. It
could be seen that the students were more active, enjoyed to study and students’
involvement in group discussions, attention and enthusiasm in learning personal
letter text increased significantly. It could be seen that from 48% attention 18%
entusiasm in prelimenary increased to 74% and 66% in the first cycle and
increased again to 92 % and 85 % of students’ attention and enthusiasm in the
second cycle. The role of teacher’s guide to the students in doing the task is
decreased significantly. It means that the students can be more independent in
doing the tasks in the learning process of writing personal letter. The result of the
implementation of Writing Process Approach could improve the students’ writing
skill, the students are successful in achieving the passing grade of 75. Based on
the empirical data, here are the improvement between the results of students’
mean scores in five aspects, by Tribble (1996: 130 –131) namely contents,
organization, vocabulary, language use, and mechanics. From the students’ pre-
test mean score in term of content was 3,20 increased to 3.63. Meanwhile, the
organization score was 3,04 increased to 3,50 in the vocabulary score was 2,67
increased to 3,37 in the post-test. In the language use, their pre-test score was 2.69
increased significantly to 3.48 in the post-test. While the students’ mean score in
term of mechanics were 2.83 increased to 3.37 in the post-test.
Finally, all the students had been successful in gaining the passing grade
score in personal letter. So, it is necessary to develop and to apply writing process
approach in the learning process for writing skill.
Key word : Writing skill, Writing Process Approach, Personal Letter
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ABSTRAK
Ninik Nurhayati 1881100004. Upaya Meningkatkan Keterampilan
Menulis Teks Surat Pribadi (Personal Letter) Melalui Writing Process Approach.
(Sebuah Penelitian Tindakan Kelas Pada Siswa Kelas XI ST.1 SMK Negeri 8
Surakarta Semester 1, Tahun Ajaran 2019/2020) Sebuah Tesis. Program Pasca
Sarjana. Fakultas Bahasa Universitas Widya Dharma Klaten 2020.
Tujuan Penelitian ini adalah meningkatkan keterampilan menulis teks
surat pribadi. Diharapkan dengan Pendekatan Proses Menulis, akan efektif
meningkatkan kemampuan menulis siswa.
Penelitian Tindakan Kelas ini, dilaksanakan dikelas class XI ST.1 SMK
Negeri 8 Surakarta Semester 1, Tahun ajaran 2019/2020. Dilaksanakan dalam dua
siklus, setiap siklus terdiri dari : Merencanakan, Mengimplementasikan,
Mengobservasi dan Merefleksi. Setiap Pertemuan terdiri dari lima tahap yaitu: 1)
Awal menulis 2) Mengkonsep 3) Merevisi 4) Mengoreksi dan 5) Menerbitkan.
Peneliti menggunakan dua tehnik dalam pengumpulan data : tes dan non-tes.
Pengumpulan data kualitatif dan kuantitatif. Data kualitatif diperoleh melalui
observasi dan wawancara. Data observasi ditulis dalam bentuk catatan
pengamatan harian, digunakan untuk menjelaskan kemajuan dari tindakan. Data
quantitatif diperoleh dengan cara mengerjakan tes awal dan tes ahkir mengacu
pada teori Burns (2010: 105)
Hasil penelitian menunjukan bahwa penggunaan pendekatan proses
menulis dapat meningkatkan kemampuan menulis pada siswa siswi kelas XI ST.1
SMKN 8 tahun ajaran 2019/2020. Dapat dilihat siswa lebih aktif, menikmati
belajar dan keterlibatan siswa-siswi dalam diskusi kelompok, perhatian dan
antusiasme belajarnya meningkat. Prosentase perhatian dan antusiasme pada
kondisi awal dari 48% dan 18% meningkat menjadi 74% dan 66% pada siklus
pertama dan 92% dan 85% pada siklus kedua. Peranan guru dalam membimbing
siswa berkurang. Menunjukkan siswa siswi mandiri mengerjakan tugas menulis
surat pribadi. Meningkatkan kemampuan menulis mencapai nilai KKM 75.
Berdasarkan data empiris menunjukkan peningkatan nilai rata – rata siswa dalam
lima aspek, mengacu pada teori Tribble (1996: 130 –131) yaitu isi, organisasi,
kosa kata, penggunaan bahasa dan mekanisme tulisan. Pada kondisi awal
penguasaan nilai rata-rata isi 3,20 meningkat menjadi 3,63 pada post test, nilai
rata-rata organisasi pada test awal 3,04 meningkat menjadi 3,50, penguasaan kosa
kata 2,67 meningkat menjadi 3,37. Penggunaan bahasa 2,67 meningkat menjadi
3,37. Sementara nilai pada mekanisme 2,83 menjadi 3,37.
Disimpulkan melalui pendekatan proses menulis siswa berhasil mencapai
nilai ketuntasan kriteria minimum surat pribadi. Untuk itu perlunya menerapkan
pendekatan proses menulis ini guna meningkatkan kemampuan menulis.
Kata Kunci: Kemampuan Menulis, Pendekatan Proses Menulis, Surat Pribadi.
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is one of the subjects which is taught to the students since they were
on Elementary school. As the subject, the main objective of English is to develop
the English communication ability in both oral or written. There are four skills in
English : listening, speaking, reading, and writing.
In relation to learn English, the four skills must be mastered by the students.
Writing is placed the last among them. Writing is the most difficult skill among
them because it requires good grammar, punctuation, appropriate tenses,
vocabulary, spelling etc. When students write something, they have a big question
in their mind whether what they write is correct or not, or it can be understood or
not by other people.
Writing is an activity of transferring ideas into written form by using
graphical symbols to be read and understood by others. Thoughts expressed in
written form were discovered through thought processing and intended to open
insight and knowledge to its readers. For this reason students need the ability to
choose and use language that is appropriate to the context in a learning model of
writing skills (Sheir, Zahran, & Koura, 2015).
Writing skills cannot be obtained instantly because they have to go through
a quite long process. The skills involved in writing are very complex. The
difficulties in writing skill are not only in generating and organizing ideas, but
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also in translating these ideas into a readable and understandable text. The
difficulty becomes more noticeable if their language proficiency is weak.Besides
having to pay attention to this writing also requires imagination and creativity,
especially in creative writing so that it has a clear meaning and gives its own
impression to the reader (Bayat, 2014).
Writing accurately involves spelling correctly, forming letters, writing
legibly, punctuating correctly, choosing the right vocabulary, using grammar
correctly, joining sentences correctly and using paragraph correctly. These sub-
skills are quite complex so that they create some problems for students in writing
class.
Based on the statement above, it is clear that writing is not an easy skill to
master. It is also supported by the following reason. Firstly, the writing skill is
placed in the last part after three skills namely listening, speaking, and reading.
Secondly, writing is important for students to communicate in their daily lives
such as writing letter, job applications, memo and short messages etc. Although
the students are familar with writing, it has many important points that make
writing not as easy as it is assumed.
Learning writing is not easy for vocational high school students, but they
have to master this skill well to reach the goal of their future. Writing skill will be
needed by them when they look for jobs, because they must make an application
letter, or curriculum vitae. Therefore, teacher has to teach the students to the
informational level in order to communicate in written and spoken texts, to solve
the daily problems. To reach that goal, a special way to solve some problem in
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writing is needed. The use of an appropriate technique in teaching writing will
give a contribution to the success of students’ writing skill.
Accordance to the explanation above, Vocational High School 8 Surakarta
which is located in Surakarta City, has arts programme study. So that English is
one of important lesson to study and it needs serious handling. This school
majoring intraditional music instrument, traditional dancing art, puppet shadow
art, modern music, broadcasting and multi media. All these programmes have
intend to form great generation that cares with the nation cultures. SMKN 8
Surakarta has heterogeneous students input with different learning abilities.
Most of the students have their own dream to be a professional art workers
and others. They dream to go or to work aboard as many of their seniors. So,
fluent in english is very important for them in order to support their study,
because some of them have chance to go aboard in accordance with their field
study. Mastering writing skill is one of the ways to improve the students’ ability
in English. The students need to write many things about themselves to their
foreign friends in order to find informations, relationship or connections related
with their arts skill. Both of finding jobs or like to perform arts in other countries.
The facts show that the process of teaching and learning activities in class XI ST1
SMK Negeri 8 Surakarta is known that learning English is still centered on
teacher that make students become passive. The researcher realize that students’
comprehension and ability in English especially in writing skill can be seen by
their achievement.In addition to this view Ghazi (2002: 1) says that writing is a
complex process that allows writers to explore thoughts and ideas, and make them
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visible and concrete. Writing encourages thinking and learning for it motivates
communication and makes thought available for reflection. When thought is
written down, ideas can be examined, reconsidered, added to, rearranged, and
changed.
In relation with that, there are many ways to improve student’s ability of
writing. One is the varities of teaching learning techniques given by the teacher.
When the teacher uses monotonous techniques in teaching writing, the students
can be bored and loss their motivation to learn. Here teachers are demanded to
find an appropriate technique which is capable to meet learners’ need to improve
writing skill.
Based on the pre-observation conducted by the researcher did on Tuesday,
September 10th, 2019 at class XI ST1 and in the interview to the students and
other English teacher at Vocational High School 8 Surakarta, the researcher found
that the students’ writing ability in that class were still low. They made many
mistakes in writing.
The writer found that the students have low competence on writing skill. It
is indicated through the following indicators. From the competence of writing
skill, the indicators are: 1) the students get difficulties in exploring idea for
writing; 2) they get difficulties to arrange their writing into cohessiveness and
coherence; 3) they do improper activities (non academic activities) in the class
such as sleeping, chatting with their friends, doing assesments for other subjects
etc; 4) they do not respond to the teacher’s commands and They made many
mistakes in writing, such as not correctly in using punctuation, appropriate tenses,
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vocabulary, grammar, spelling, and arranging words into a sentence. The
researcher also found that only about 10-15 students or 30% of the students dare
to ask questions about material that is not yet understood. The rest about 70% of
students are still passively asking questions to the teacher. By looking at the
situation above, the researcher can see from a side of the varities of teaching
learning techniques given by the English teacher at XI ST.1 students of SMKN 8
Surakarta in prelimenary condition
Meanwhile, in creative writing students are required to be able to cultivate
their thinking power. The power of thought includes ideas which are then
processed with imagination and creativity. The ability to process thinking power
is influenced by the level of ability and background of students, so it requires
direction and practice, especially in learning to write. It is uneasy to produce
written products. They are also called the result of our thinking. This product also
by means of drafting, and revising procedures. It requires specialized skills, skills
that not every writer develops naturally. It is clear that writing skills cannot be
mastered instantly, but it needs a process to master this ability.
Because of the different backgrounds and abilities of students, the teacher
must be able to direct them correctly. The teacher is expected to be able to choose
a learning method that is suitable for the class conditions and the conditions of the
students. The selection of the right learning method is expected by the teacher to
be able to convey learning material in a more interactive, interesting and
enjoyable way. Interesting and fun learning conditions will enhance student
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learning activities. Increasing student’s activity is expected to improve the quality
of learning that can be seen through increasing the activity of asking students.
The contributing factor to the low writing skills of students in class XI ST1
is that teachers only use the text book from dropping by the government, in each
learning process from the material taught before, but the presence of these
bookhas not optimized student learning activities, so student activityis still very
low. This is very influential on student learning outcomes. In class XI ST1, the
most complex problem occurred was the lack of students' interest in learning
English, especially learning to write. Students feel reluctant, not excited in
participating in learning English. In learning activity, students only passively
accept material from the teacher in the learning process. The students’ skill to
understand the writing material influence the personal letter material provided by
the teacher were still low, so that the writing skills of students of class XI ST1
SMK Negeri 8 Surakarta need to be increased.
Nowadays there are many various techniques that can be used by teachers to
help the students in organizing ideas and bring their boredom down in writing.
Strategics are very important in teaching learning process. One of the strategic
that can be used in teaching English writing is writing process approach. The use
of writing process approach here can guide the students’ learning activites in the
classroom effectively.
The right solution used to overcome the above problems is to use
appropriate learning methods. Learning methods that are expected to be able to
overcome the problem of the low activities of asking by students is to use the
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writing process approach. Learning with the writing process approach can enable
students to learn because in this learning method has the principle of being able to
bring students to be ready to learn subject matter quickly (Bayat, 2014).
The main focus in the writing process approach is that writing is truly a
skill. Writing skill are built through several stages and a long process, not
immediately become. This new view, which became known as the process
approach or process oriented, it is in contrast to previous conventional learning
practices where the teacher simply assigns writing assignments to students either
as assignments in class or as homework and only needs to collect the student's
work without knowing how the writing process is done by the students (Brown,
2000).
Writing process approach can be used to see the level of student ability.
This approach can be carried out in almost all subjects. Students can learn actively
by using their thinking means, students can think independently and innovatively
not only receive from the teacher alone but also can work together with other
friends to exchange knowledge so that, they will be motivated to learn by doing
learning activities to increase their active activity. The writing process approach
emphasizes the process of learning to write for students rather than the final
product (Sheir, Zahran, & Koura, 2015).
Through the application of the learning process, writing process approach is
expected to stimulate student involvement in learning activities. The involvement
is physical and mental involvement both of which are related to one another. In
applying the writing process approach, students are required to be more active in
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following the learning process, not only acting as passive recipients of
information, students are challenged to actively communicate, especially
activeness in asking questions, in order to find the information needed
(Soemarjadi, Ramanto, & Zahri, 1991).
By learning writing skill at vacational high school , the students are
expected to be able to produce a text or a message to communicate with others.
However, it is important to view that writing is not only as the product of an
individual, but also as a social act. In line with this statement, Lyons and Kroll
(Weigle, 2002: 19) define writing as an act that takes place within a context, that
accomplishes a particular purpose, which is appropriately shaped for its intended
audience. Thus, writing is not only to produce text, but also to interact with others
in a social act.
B. Identification of Problems
Based on the background of the study, there are some problems that can
be identified in learning writing skills. To identify the existing problems, the
researcher observed the learning process in class XI ST1 semester 1 2019/2020 of
SMKN 8 Surakarta, and then interviewed the English teacher and some students
in the class to get some informations.
After doing some observations and interviews, the researcher obtained
informations about the major problems faced by the students, related to the
teaching and learning of writing in the classroom. The problems found that made
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the students have low performance in writing skill, were classified into five
categories :
1. The English teachers in this school, still used a traditional method. She
directly gave material with short explanations.
2. The students’ drooping book from the Government as the main source of
English materials has less of excercises to the students.
3. The lack of media used by the teacher in the teaching learning process also
contributed the students’s writing skill in class XI ST1 of SMKN 8, It made
the classroom atmosphere become unconducive. The students’ motivation
became less and The students’ activities were not interactive.
4. The students in class XI ST1 of SMKN 8 surakarta were still confused to
arrange the words to be a good sentence. It was caused by their lack of
comprehension in understanding the meaning of the words. The lack of
vocabulary mastery also influenced the students’ writing skill.
5. The problem is related to generating ideas. The students had difficulties in
developing their ideas. If the teacher did not give an example for them as a
model, they were confused and waste a lot of time to think.
C. Limitation of Problems
There are many problems faced by the students of the eleventh grade class
XI ST.1 students of SMK Negeri 8 Surakarta semester 1, academic year of
2019/2020. The researcher and the English teacher decided to focus the study in
improving students’ writing skills. This limitation is based on the findings that the
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researcher found in the classroom. By implementing the Writing Process
Approach in teaching and learning process, she hoped the approach could help the
English teacher to teach personal letter writing skill effectively and help the
students to improve their writing skills. Moreover, this approach was also used to
investigate the implementation of writing process approach in teaching writing to
know its impact to the improvement of students’ writing skills.
D. Formulation of the Problem
The formulation of the problem in this research is formulated as follows:
1. “How can the application of the Writing Process approach improve the
process of teaching and learning of personal letter text in class XI ST1
semester 1 students of SMKN 8 Surakarta in the Academic Year
2019/2020?”
2. “ To what extend can the application of writing process approach be used
to improve students’ writing skills of personal letter texts in class XI ST1
semester 1 students of SMKN 8 Surakarta in the Academic Year
2019/2020 ?”
E. Objectives of the Study
The objective of this research is to describe :
1. How the writing process approach can improve the process of teaching
and learning of personal letter texts in class XI ST1 semester 1 students of
SMKN 8 Surakarta in the Academic Year 2019/2020.
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2. To investigate to what extend the application writing process approach can
be used to improve the students’ writing skill of personal letter text to the
students class XI ST1 semester 1 of SMK Negeri 8 Surakarta in the
Academic Year 2019/2020.
F. Benefits of the Study
The researcher expects that the findings of this study can give benefits
and some contributions to the students, English teachers, schools, school
principals, school committees and the other researchers. The expected
contributions are:
1. For the students:
Increasing the students’ personal letter writing skills of class XI ST1
semester 1 SMK Negeri 8 Surakarta Academic Year 2019/2020.
2. For the English teachers:
a. Applying the writing process approach by the English teachers to improve
the classroom situations in teaching learning process.
b. Applying the writing process approach by the English teachers to
improve the students' writing skills.
c. This research as an alternative solution that can be used to improve the
students’ writing skills.
3. For the schools:
a. Improving the quality of education, especially English subjects.
b. Making a positive contribution in learning activities at school.
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4. For the school principals:
The results of this study can be used as a reference in making policies to
improve school quality.
5. For the school committees:
The results of this study can be used as input in the fulfillment of
learning facilities and infrastructure.
6. For the other researcher:
This research can be used as a reference to conduct further studies for
them.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter presents the conclusion, implication and suggestion
obtaining from the study. The following discussion is how this study brings the
effects on improving the students’ writing skill in class XI ST.1 SMK Negeri 8
Surakarta.
A. Conclusions
1. Through the application of the writing process approach with the proper
model procedures developed, the process of teaching and learning personal
letter text for the students in class XI ST.1 SMKN 8 Surakarta 2019/2020
works better and faster than in traditional classroom. The students’
classroom interaction is more active. In group discussion the students
become active, more cooperative with others, enjoy the lesson and
interesting in writing activity. It could be seen that the students were more
active, enjoyed to study and students’ involvement in group discussions,
attention and enthusiasm in learning personal letter text increased
significantly. It can be seen that from 48% attention 18% entusiasm in
prelimenary increased to 74% and 66% in first cycle and increased again to
92 % and 85 % in second cycle. The role of teacher’s guide to the students
in doing the task is decreased significantly. It means that the students can be
more independent in doing the tasks in the learning process of writing
personal letter. The students also get some benefits from the use of
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brainstorming activity. All of them are able to write in right steps. The
teacher’s role in this classroom also involve well and become a good
fasilitator for the students. Finally, the improvement of the students’ writing
skill in personal letter text can be reached but it should follow the proper
model procedures of the implementation of WPA proposed by Reed (2014).
In other words, writing process approach can improve the students’ writing
skills XI ST.1 semester 1 SMK Negeri 8 Surakarta Academic Year
2019/2020.
..
2. Through the extend of the application writing process approach, the output
of the students’ writing skill improve significantly. The improvement can
also be seen in terms of language use, especially related to components of
writing, proposed by Tribble (1996: 130 –131), such as: content,
organization, vocabulary, language, and mechanics. It is really able to
improve the students’ achievements from cycle to cycle. The students can
minimize their writing problems in five aspects of writing. The
improvement can be seen through the comparison between the mean score
of pre-test and post-test scores. The data shows the pre-test average score
is 72 with 29.6 % completeness, in cycle I the average score increases to
79 with 63% completeness, in the final condition or in cycle II the average
score increases again, it reaches 85 with 92% completeness and it reaches
86 with 100% completenes in the post-test, in the class of XI ST.1
semester 1 SMK Negeri 8 Surakarta Academic Year 2019/2020.
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B. Implications
From the results of the research findings, the application of the writing
process approach can improve the students’ writing personal letter skills XI
ST.1 semester 1 SMK Negeri 8 Surakarta Academic Year 2019/2020. Based
on the result, teaching writing through WPA is a suitable approach to
improve the students’ writing competence step by step. The objectives of
Writing Process Approach are to improve the process continually and to
investigate to what extend the Writing Process Approach can improve the
students’ writing skills. It is hoped that WPA also have the quality,
especially, the learning process.
The use of WPA helps the students to improve their ability in writing.
In this case, they are able to generate ideas rapidly and notice the
organization of their paragraphs. They are also able to correct the use of
tenses, punctuation and words choices learning writing to be more creative
and innovative.
The implications for english teachers as well as researcher in further
teaching learning process, that the WPA is needed to use in order to
improve the students’ writing skill in different subject and level. However,
the uses of this approach is necessary to develop and to apply writing
process approach in the learning process for writing skill. This study can
also be used as a reference for English teachers in improving teaching and
should be able to modify and simplify so that it can be more adaptable for
other users.
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C. Suggestions
Based on this research, there are several suggestions that need to be
considered, namely:
1. For Teachers
a. In Teaching and learning process by using the writing process
approach, the teacher should provide an apperception or
brainstorming that encourages the students to learn so that students
can improve their learning achievement.
b. English teachers need new method for teaching learning process
which can improve the students’ achievement.
c. The Students' attention and enthusiasm in learning writing skills in
personal letter material increased by using the writing process
approach, because of that other english teachers can use writing
process approach in writing class.
2. For students
a. By implementing the writing process approach, students should be
able to use it well, based on the steps so the students' learning
abilities can be improved.
b. By implementing the writing process approach students should be
more active, creative and trying to find the concepts of study.
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